A Further Investigation of Goal-Directed Intention Understanding in Young Children with Autism Spectrum Disorders

Autor/inn/en	Berger, Natalie I.; Ingersoll, Brooke
Titel	A Further Investigation of Goal-Directed Intention Understanding in Young Children with Autism Spectrum Disorders
Quelle	In: Journal of Autism and Developmental Disorders, 44 (2014) 12, S.3204-3214 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-014-2181-z
Schlagwörter	Autism; Pervasive Developmental Disorders; Young Children; Intention; Comparative Analysis; Cues; Goal Orientation; Social Development; Interpersonal Competence + Suchen Sie Ihr Suchwort? Autismus; Frühe Kindheit; Stichwort; Zielorientierung; Zielvorstellung; Soziale Entwicklung; Interpersonale Kompetenz
Abstract	Findings from research investigating goal-directed intention understanding in children with autism spectrum disorders (ASD) have been equivocal, in part because of the varying methodologies used across studies. This study compares both object-oriented and social-communicatively cued goal-directed intention understanding in children with ASD and typically-developing children. Relative to matched controls, children with ASD did not exhibit deficits in object-oriented intention understanding. While children with ASD also demonstrated the ability to understand intention when cued by social-communication indicators, typically-developing children differentiated between intentional and unintentional acts at a significantly greater level. Group differences in performance were eliminated if only trials in which children attended to the experimenter's face were considered. Results suggest that children with ASD have intact object-oriented intention understanding abilities, and are able to use social-communicative cues to understand intention. However, their ability to demonstrate social-communicatively cued intention understanding is limited by a lack of attention to relevant social-communicative information. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10